Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Some concepts developed from Mathematics Education have application in the teaching of Physics, as is the case of the use and articulation of semiotic registers of representation that have demonstrated their contribution to student learning. This research project reports the results of an investigation carried out with teachers who teach Physics at Secondary and Middle School level, with the aim of characterising the didactic resources that they usually implement in their teaching process. A mixed research approach is used, where initially a questionnaire is applied and then the information is complemented with a semi-structured interview. The results show the recurrent use by teachers of mechanical situations that are far from the real solution of problems, so they always make use of the following semiotic registers of representation and always in that order: natural language, algebraic expression and graphic representation. Given that the process is always in this direction, it limits the understanding of concepts and the learning of Physics concepts necessary both in the academic environment and in everyday life.

Music understood as a problem of Education gives rise to the triple technical distinction in the formative discipline: music as a problem of common education, music as a problem of specific education and music as a problem of specialized education. These three meanings correspond to the concept of “education with music” from Pedagogy. The first two give rise to the expression “education through music” and the third gives rise to the expression “education for music”. To “educate with music” means that it is possible to generate common, specific and specialized educational values and develop basic and professional competencies in the educatees. And all of these have their meeting point at the teacher, who is responsible for the pedagogical intervention in the educational relationship that is established with each educatee. The teacher who educates with the area of cultural experience “music” must master music as an instructive and formative content of the school subject that he teaches at a sufficient level to achieve the instructional objectives within the educational system. But, in addition, the teacher must possess competencies to teach and competencies to educate, either “through music” or “for music”. Knowing music is not the same as teaching music, nor is it the same as educating with music. Therefore, the training of the teacher who educates is a unique and different issue, which requires argued discourse and attention in practice from their pedagogical training (not only didactic training). This work is framed into the Music-Education relationship, from the perspective of Education. Music education is substantively education. The mesoaxiological perspective of Pedagogy (assessing and understanding each medium used in the intervention as educational) requires reviewing music education as a concept of Education and as a competence of teachers. It is about educating with music, which is an educational value and allows to acquire common, specific and specialized educational values and to acquire competencies to educate “with” values; in this case, those that correspond to music as an educational subject. This proposal stems from a personal and professional concern of the author as a musicologist interested in the problems of education and with the aim of giving to Education the value it deserves, because it is not enough to have specialized knowledge in music to educate.

Society is currently facing countless changes, transformations and obstacles that have arisen from everyday life, one of them linked to the pandemic of COVID-19 (SARS-CoV-2); others reflected in the increase of the migratory flow that is experienced in the sister country Venezuela, where the figures are not at all encouraging, and the socio-economic crisis is becoming more and more accentuated; for this reason, the present research is proposed as an objective: To reveal the impact of multiculturalism and the contrast of policies in the educational institutions of the Colombian-Venezuelan border, axis of action: Cúcuta, Villa del Rosario, La Parada (Colombia) and San Antonio de Táchira (Venezuela). Research carried out under the precepts of methodological complementarity (quali-quantitative) supported by ontological, epistemological and gnoseological referents based on interpretation, analysis and reflection (hermeneutic analysis), complemented with elements of descriptive statistics (percentages), which determines the level of impact of multiculturalisms in the realities of border education and its relation with educational public policies.

The proposed article focuses its analysis on the reflection of the problems, difficulties and challenges of contemporary social research, for which it was necessary to start from the historical debate between quantitative and qualitative research methods and the insertion of positivism in the practices of researchers. coming to point out on the revised bibliography of several authors, proposals for overcoming this debate through the application of “multimethods”, “mixed methods” or “methodological triangulation”, giving rise to different perspectives of social research and a series of consequences around its design, characterized by its flexibility, which acquires reliability and validity through methodologies such as “methodological surveillance”, “making the unobservable observable” which together with “Grounded Theory” allows qualitative methodology overcome fragmentation in data analysis while conceptualizing and classifying r more clearly the data from the empirical base. Subsequently, it is analyzed how to overcome the common sense of the investigators through the theory, so necessary to explain the underlying part in the observations about the world, where the articulation of theory, method / technique and empirical basis is fundamental when analyzing the data. of reality that are not collected, but are produced through the encounter between researcher and researched, who cooperatively build knowledge. Next, a critique of the prevailing positivist research in the Ecuadorian context is presented, which together with wrong policies hinder and many of the times impede the development of research in the social field. Finally, challenges are posed to our own investigative practices in the face of the epistemic turns of the feminist, the environmental, the decolonial, the hermeneutic and the complexity; closing the analysis momentarily with the importance of promoting ethical processes in social research.

This review article reflects on some trends and socio-cultural challenges facing higher education in Latin America. It performs a theoretical approach regarding, the different meanings of the changes that are processed from globalization policies and their relationship with the educational field of a university order. In this sense, higher education acquires relevance in the new way of renewing knowledge and responding to the social and economic problems of a region and nation. It´s designated, a set of trends such as massification, content organization, distance learning technologies, the knowledge society, cultural diversification and, aspects such as evaluation and research. In the second section, it is analyzed how the processes of coverage, inclusion and, equity work, thus denoting that progress has been made in the task of guaranteeing the right to education, but it cannot be ignored that there are still aspects to improve so that this is accessible to all learners. Subsequently, some relevant advances in higher education are presented in countries such as Cuba, Chile, Argentina, Colombia, and Mexico. Finally, it was concluded that higher education presents great challenges and challenges, due to the great socio-cultural transformations and its responsibility is focused on providing a pertinent response to social needs, through the new knowledge generated from the implementation of investigative processes.

This research reports the findings of a study which aimed to determine the level of impact that a didactic strategy based on simulators has for the teaching-learning of concepts of mechanical, electrical, wave and sound physics, as well as heat and thermal. The research was carried out under a descriptive quantitative approach, where the population under study corresponded to 23 students of cycle V and VI, belonging to a Colombian educational institution governed by a system of education by cycles. The results allowed to denote that the implementation of a didactic strategy based on simulators, contributes positively to the students in the learning of physics concepts. This was verified through the statistical analysis that was carried out with the data obtained in the initial tests, where only 6 students passed, and the final test where only one student failed. It is concluded that simulators help to consolidate the knowledge acquired in the area of physics. To do this, educational centers that do not have suitable spaces, resources or teaching materials for experimentation, can use ICT as adequate sources of educational resources. However, it must be taken into account that their effectiveness depends on the didactic strategy used for their pedagogical intervention.

This article presents a cartography of the industrialization of pain, of brands and the wear of the bodies in a production plant, where it is designed, printed and bind educational material; whose purposes were aimed at composing landscapes subjective factors in the daily life of a production plant and what it is manufacturing in the bodies; likewise, experiment with maps of intensities, discontinuities, becoming and events of the bodies in the daily life of the plant; and, create-invent a series of narrations-poems lines, in which the production of subjectivities in the key of training in everyday life, outside the school institution. The study was theoretically and methodologically based on the philosophies of difference, scenario in the that a cartographic method was composed in four moments: the first: inhabiting the plant; the second: the expansion of bodies, meetings-conversations; the third: to happen landscape, realization of production activities; and the fourth moment: experimentation-creation of knowledge. Through these actions, it was possible to establish that the productive activity carried out in the production plant has intensities that are recorded in the form of scars, deformations and chronic ailments, thus constituting, a bodily experience in terms of machine-bodies and eco-business We also perceive the configuration of a grammar of fatigue that travels the spaces of the plant and the daily life of the operators; showing up two bodies that resist and create inside a production plant located in the city of Medellín.

On several occasions we have contributed ideas about the assault of education by the indoctrinating way, that is, the doctrinal weight in the function of educating that corresponds to social institutions, in particular education and pedagogy. These emphasize teachings, learnings and formations developed according to molds that the dominant powers, in the social order, establish for their reproduction. To do this, educational processes considers students are beings who build their own understandings, meanings and orientations for their life and for common life. In this panorama, the function of educating for the formation of self-awareness, critical, generative and edifying is practically absent from education and pedagogy. These are trapped in purposes that impose devices and tools through which beings have to be forged for an establishment that privileges more particular than social ends, more self-interested than collective, more utilitarian than solidary. Didactics, for example, stagnates in teachings that do not educate for life, subject in large part to the guidelines of an educational system that represents an ideologically invasive influence, aimed at molding wills, attitudes, thought and values, lethal to autonomy, free thought and critical consciousness. In this sense, didactics does not form for the sovereignty of thought, of values for freedom; it is not a genuinely educational influence that makes it possible to discuss the doctrine promoted by social institutions in the service of particular interests. It is necessary, therefore, an education that promotes, to put it with Chomski, research. Education has the challenge of embracing reflective inquiry, of developing an ontogenetic and phylogenetic influence, that is, for the formation of one’s own personality and of an uplifting consciousness of a common world. An education to educate with knowledge.

With the objective to be aware of the bachelor’s degree students’ cultural consumption at the Universidad Autónoma del Carmen (UNACAR), the institution’s Cultural Observatory will be created. A mixed methodology is proposed for the present research project, it is about basic inquiring and according to its depth is correlational because the bachelor’s degree students’ cultural consumption through internet at the UNACAR and the institution’s cultural offer will be learnt. An observational netnography technique will be applied to find out what and how do the subjects culturally consume, through technology, as university students and as youngsters after their academic activities. The work with focus groups is considered as a fundamental part of the methodology, from the resulting analysis a proposal of an instrument will be articulated to offer the UNACAR alternatives when designing a cultural activities program. 

In this article the emphasis is on the family-school relationship and environmental education, more precisely from the perspective of recycling. The research problematized the relationship between families, the school and the district educational institution (IED) Porfirio Barba Jacob School. The qualitative methodology developed from the action research involved the participation of 17 families, interviews with recycling families belonging to the IED were used as well as activities of construction of artifacts with recyclable material for the elaboration of indoor gardens with succulent plants. The analysis of the information was organized on the basis of the following categories as main findings: participatory actions, exercise of coresponsibility, recycling utility and value.